Sociodramatic Play for Social Sustainability in Early Childhood Education and Care: An Exploration of Young Children's Perspectives and Their Role in the Sustainability Discourse

Abstract

This thesis explores young children's perceptions of social sustainability and evaluates the use of sociodrama as a pedagogical tool within Early Childhood Education and Care (ECEC). Aimed at addressing the often-overlooked social dimension of sustainability, this study extends beyond the traditional focus on environmental issues to explore how children engage with social sustainability themes through picture books and sociodramatic play.

To achieve this, a qualitative case study was conducted in a naturalistic preschool setting in London, using participant observation and sociodramatic play sessions. Data was collected via video recordings, photographs, field notes, and artefacts, with a notable methodological approach being the inclusion of children as co-researchers. This approach, grounded in the new sociology of childhood and participatory research methods, underscores the importance of directly involving children and young people in the research process (Barratt Hacking et al., 2013; Cutter-Mackenzie-Knowles et al., 2020b).

The findings suggest that young children can meaningfully engage in discussions about social sustainability, demonstrating a complex interplay between conformity and resistance to social norms. Adult supervision significantly influences these dynamics, while sociodramatic play enables children to explore and question social norms, enhancing their empathy, moral reasoning, and critical thinking. This approach fosters positive social dynamics and encourages children to challenge and reform unjust norms, contributing to a more inclusive and equitable society. Aligning with concepts of fairness developed through social experience, as indicated in the literature, the study illustrates that sociodramatic play helps children develop positive social behaviours and a nuanced understanding of justice. It highlights the impact of role-playing and interactions on children’s perceptions of fairness and justice, advocating for the recognition of children’s agency in creating a more inclusive society.

The implications for ECEC are substantial, emphasising the need to acknowledge children's rights and their role as active participants and capable contributors. The findings suggest that early childhood education can address social imbalances by fostering critical understanding and empathy in young children. They also stress the importance of amplifying children’s voices on social issues affecting them, thus ensuring their perspectives are integral to discussions on social sustainability. Integrating social sustainability through sociodramatic play paves the way for a more equitable society that values young children as significant contributors to the broader world.

Date of Award	2025
Original language	English
Awarding Institution	University of Dundee
Supervisor	Kumara Ward (Supervisor) & Liz Lakin (Supervisor)